This document summarizes Mr. Musa's journey in promoting design thinking in his school. It discusses how he drew from his experiences at Stanford University and a leadership program to research design thinking approaches. He realized the benefits of hands-on activities over slide presentations. His projects with middle school students highlighted both successes and failures of design thinking methods. He found that design thinking allowed students to connect learning with real-life needs while giving teachers flexibility. Mr. Musa also reflected on how design thinking can shape student character, learning processes, and decision making structures in schools. A pilot activity comparing technical and express students demonstrated the value of social mixing through design thinking. The conclusion emphasizes how design thinking can create understanding of customer needs and values through

1. Design Thinking – Case Study
Analysis
To be reviewed by
Dr. Yasmin Magdy

2. The Second Case Study
 Mr. Musa’s Design Thinking Journey
He intended to promote design thinking in his
school
 He reflected what had been experienced
from his studies in Stanford University as well
as his own experience in LEP – Leaders in
education program

3. The Second Case Study Cont’d
 RED - Research in Education Design
The advantages & Disadvantages of their project
with the middle school children
 How failures were highly enlightening &
instructive?
Note: Hands–on activities are by far interesting
than representing the knowledge on Colored
slides. Moreover, Mr. Musa realized the volume of
challenges when he would have got back.

4. The Second Case Study Cont’d
 Design Thinking for teachers & Students
- It achieved mutual benefits for teachers &
students:
• Giving students the chance to connect what
they had learned with real-life needs.
• Giving teachers the chance to design
educational environment coping with what is
really needed.

5. The Second Case Study Cont’d
 Mr. Musa’s reflection from his multilateral disciplinary:
- Design thinking shares in building students' character
- How to shape and reshape the tools of analysis (Disabled
woman experience)
- How to develop learning process by involvement
(Dancing party experience)
- Using new model of managerial communication (All
channel (Chain & wheel) to support the system of school
decision making in order to flow information (Positive
learning environment).
- KP – Key Personnel should get teachers engaged in
decision making

6. The Second Case Study Cont’d
 Design thinking & the value of Social Mixing
- The pilot project (Short eighteen-minute
activity)
- Activity objective:
To build a free-standing structure to hold up
marshmallow
- Technical school students Vs. Express School
Students

7. Conclusion
By reflecting Mr. Musa’s Experience, there are
relevant insights:
- Design thinking can help create the right
environment for real and much broader
understanding of VOCs, VOPs, VOBs
- The 3 E’s of Design Thinking
(Empathy – Expansive thinking, and
Experimentation)

8. All of us can answer – too few can
question
Thank you